© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 1

Cognitive Art, Cognitive Science: A Video Case of Teacher Cognition

Click to PlayTime: 1:10

© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 2

Research Agenda

• Comparative and developmental case studies of conceptual languages that teachers use to think about and describe videotapes of their teaching.

© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 3

The question whether what is involved is a seeing or an act of interpreting arises because an interpretation becomes an expression of experience. And the interpretation is not an indirect description; no, it is the primary expression of the experience.

– Ludwig Wittgenstein, Remarks on the Philosophy of Psychology

© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 4

Philosophy of Case Development

• Good video cases for teacher education can be products of legitimate research into teacher and student thinking and development.

• The video cases achieved through research can be interesting artistic expressions that creatively emphasize the message in research findings.

© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 5

Research/Case—Development Method

• Video a significant instructional unit.• Teacher conducts Transana analysis.

– Selects clips of important experiences.– Annotates clips with personal keywords and

comments

• Analysis of teacher’s Transana data inter-woven with discussions, video production.

• Consultation/interviews with teacher as story and video progress.

© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 6

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Desirable Additional Steps

• Incorporation of contrasting/comparative or elaborated analyses– Example: How African American scholar or

peer teacher or learning scientist or conversational analyst or school administrator sees video

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Example Case: Huck Finn at West High

• John Howe: 5th Year Teacher, White• Teaching controversial, racially sensitive

text in a predominately white 10th grade honors English class.

• Instructional goals include both literary analysis and increased sensitivity to racial issues.

© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 9

Top 7 Keywords from Howe’s Transana Analysis

• Point of View (12 clips)• Evaluation (11 clips)• Literary Connections (9 clips)• Modeling (9 clips)• Discussion Builder (7 clips) • Focus Provider (7 clips) • Student Knowledge Check (7 clips)• (Total Concepts: 33)

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Point of View (POV) Theories in Education

• Cognitive Flexibility (Spiro).• Perspectivity (Goldman-Segall).• Empathy & Perspective as Forms of

Understanding (Wiggins & McTighe).

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Wittgenstein on POV

[I]f I say to someone “Hear it like this”, he must now be able to say: “Yes, now I understand it; now it really makes sense!”

– Remarks on the Philosophy of Psychology

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The Teacher’s POV Concept (A Wittgensteinian Analysis)

• Study instances of language in use• “Criss-cross” (Spiro et al.) the landscape

of practice for instances• Look for family resemblance among

concepts over multiple instances of word use

• Note how concepts are differently “clothed” in contexts

• See words as tools, defined by their use

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Wittgensteinian Vs. Other Approaches

• Contrast with traditional cognitive approach– Video analysis not retrospective recall task, but

language of reflection (Tochon)– Family resemblance means there is no immutable

rule set for coding/defining concepts (Wittgenstein: You will always find a concept that is an exception)

• Contrast with non-dualist TPD approaches– Schon’s, Tremmel’s views of reflective practice do not

require consideration of teachers’ concepts

POV Across Contexts: Note Actions and Keyword Combinings

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POV Across Contexts: Note Actions and Keyword Combinings

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Clip Annotations Reveal Language of Teacher Action, Cause and Effect

• Video 1: “[Teacher’s] introduction of Wallace’s quote on the novel’s effect on students’ low self-esteem, etc. Introduces both sides of the argument.”

• Video 2: “strong reactions brought about by initial discussion questions. Also, shows students’ interest in discussing their own opinions, views, and examples. Power of personal experience.”

• Video 3: “teacher’s introduction of scholar’s opinion “pain is a part of life” into discussion. Creates good student responses . . .

© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 17

Conclusions: Variants and Uses of the Keyword, POV

• POV as a tool: POV is an instructional goal and result of various teacher actions

• Meanings of POV vary in terms of– the actions and semantic context of clip itself– the teacher’s conceptual context: what and how

many keywords combine with POV

• POV refers to many voices– Class as a whole, African Americans in favor, African

Americans opposed, White male athletes, White male teacher authority, individual students . . .

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Click to Play Time: 1:00